The term ‘mindlines’ has become common currency in the world of research implementation and evidence-based practice. This book updates, develops and applies the mindlines model more widely. It sheds light on how we can realistically mobilise and transform research-based evidence into practice in context.
This illuminating book shows how the mindlines model can be put to work. It highlights how practitioners collectively share and internalise implicit, flexible ways of rapidly handling complex clinical situations. Drawing on research and reflective studies from practice, education, and guidelines-development across a wide range of international health and care settings, the authors unpack the general components of mindlines. They find practical ways to uncover, bring together and apply specific mindlines to improve practice; and to develop evidence-based healthcare policy, practice and education in ways that capitalise on the crucial role of mindlines. Closely edited by the originators of the mindlines model, this book brings together the work of a cohesive group of researchers and practitioners to showcase and develop its theory and consequences.
It is an essential read for all those interested in knowledge mobilisation, evidence-based practice, and research implementation both within healthcare and beyond.
Author(s): John Gabbay, Andrée le May
Publisher: Routledge
Year: 2022
Language: English
Pages: 264
City: London
Cover
Half Title
Title Page
Copyright Page
Table of Contents
List of figures
List of tables
List of boxes
List of contributors
Chapter 1: Introducing mindlines and this book
How and why mindlines research began
Working with mindlines: a foretaste of the chapters
Where next?
Acknowledgements
References
Chapter 2: What (and why) are mindlines?
Acquiring many types of evidence
Knowledge-in-practice-in-context
Individual mindlines and contextual adroitness
Collective mindlines, communities of practice, sensemaking, and identity
Codifying mindlines?
The social construction of disease and illness, the patient mindline, and the negotiating space
Research transformed
Why do mindlines matter?
Summary
Acknowledgements
Notes
References
Chapter 3: Making evidence rich, relevant, and real: Using theatre-based knowledge mobilisation strategies to enhance mindlines and hence practice
Introduction
The EPPIC case study
How mindlines informed EPPIC’s methods
Forum Theatre
Method
Stage-1 FT play development
Stage-2 FT workshop delivery
Stage-3 Analysis of study outcomes
Results
Impact on contributing individuals and groups
Influence on behaviour, practice, and research
What, in EPPIC's methods, gave rise to these impacts?
Diverse knowledge
Drama and storytelling
Social interaction
Active co-production and testing of new ideas
How were mindlines mechanisms used and enhanced in this research?
Enhanced content and reliability of knowledge sources
Widening and diversifying practitioners’ social milieu
Using drama to portray multi-dimensional stories
Inviting creativity and experimentation
Conclusion
Summary
Acknowledgements
Notes
References
Chapter 4: Mindlines in the moment: The constant unfolding of complex performance
Introduction
Professional dental practices and mindlines
Implications for clinical educational practices
Summary
Acknowledgements
Bibliography
Chapter 5: Using co-creation to modify mindlines and improve childhood eczema care
Introduction
The challenge of childhood eczema
Understanding eczema mindlines
Combination through co-creation
Co-creation workshops
Workshops one and two
Workshop three
Internalisation: altering and enhancing mindlines
Knowledge brokering
Social marketing
‘Ba’
Ripple-effect model
Mindline alteration and enhancement
Impact
Reflections on altering and enhancing eczema mindlines
Summary
Acknowledgements
Notes
References
Chapter 6: The confluence of mindlines and emotion in community-based palliative care
Introduction
Emotion and mindlines
Study details
Partitioning emotion during clinical interactions
Using emotion to prioritise care
Forming the limits of practice with emotion
Emotionful learning in practice
Emotion and mindline assemblages in healthcare
Summary
Acknowledgements
Note
References
Chapter 7: Rethinking nurses’ mindlines about the Liverpool Care Pathway: The knowledge behind the care
Introduction
Using an integrated care pathway for dying patients
Methods
Dispositionalism
Episteme, techne, phronesis
Results and discussion
The ‘rigid-rational approach’ or acting independently of the LCP?
The “flexible-rational” approach
The value-rational approach
The need for all three approaches
Clinical mindlines in nursing practice drive all three approaches
Summary
Acknowledgements
References
Chapter 8: How mindlines were shepherded across complex networks, enabling new learning about sepsis to flourish
Introduction
The ‘emergence’ of sepsis
Enabling structures: people, processes, and materials
Shepherding mindlines
Individual and collective mindlines work in tandem and tension
The value and importance of the mindlines model
Implications for learning and education
Summary
Acknowledgements
Note
References
Chapter 9: On becoming a (physio)therapist: Mindlines changing education
Introduction
From reflections to change
First reflections
A new way of thinking
Person-centred education
The Delta-stream
Constructing mindlines
Socialisation through togetherness
Freedom to choose
Coping with uncertainty
Ability to adapt
Future courses and conclusion
Summary
Acknowledgements
References
Chapter 10: Impure guidance? How mindlines inform guidelines
Introduction
Methods – a study of guideline development
Ethical approval
Data collection and analysis
Findings
Panels are expected to focus on RCTs/frequency data
Panels have workarounds to use other sources of knowledge
Panellists bring their mindlines into guideline production
Guideline developers dealing with the influence of mindlines on guidelines
Implications
New forms of guidance: from guidelines to a new genre of tools
Virtual social networks linking guidelines to mindlines
Towards a dialogue on purification and epistemological uncertainty
From knowledge translation to exploring the fundamentals of prediction and reality
Summary
Acknowledgements
References
Chapter 11: The guideline development process: Building a lexicon of mindlines
Introduction
Methods
Different types of mindlines
Clinical mindlines
Process mindlines
Chairing mindlines
Conclusions
Summary
Acknowledgements
References
Chapter 12: Regressive logic, common sense, and evidentness: Thoughts of a guideline-writing epidemiologist
Introduction
Objective evidence as a neutral arbiter
Grading of Recommendations, Assessment, Development, and Evaluations
Common sense and the avoidance of infinite regress
The need for ‘other evidence’, collective mindlines, and evidentness
Summary
Acknowledgements
References
Chapter 13: Knowledge Transformation amidst the 2020 COVID-19 Surge: Report from New York City
Introduction
Prodrome
Reflection
Inception
Reflection
Crisis
Reflection
“How many vents are left?”
Reflection
Summary
Note
References
Chapter 14: The mindlines model: An update
Is the mindlines model misleading?
Have things changed?
How have people transformed and/or used the mindlines model?
Poor practice?
Multiple sources of evidence
Guidelines and mindlines
Mindlines and fidelity to guidelines
The social life of mindlines
Communities of practice and networks
Using mindlines to explain and improve practice
Explaining practice
Directly changing practice
Changing practice through new ways of learning
Philosophical questions
System 1½ – slowly formed fast thinking?
Summary
Note
References
Chapter 15: Postscript: Does the mindlines model apply beyond healthcare?
Branching out
Exploring the features of mindlines in varied occupations
Formal knowledge vs knowledge-in-practice-in-context
Courses
Instruction manuals and guidance
Formalised knowledge vs practice
Accumulating multiple sources of (sometimes tacit) evidence while learning through practice
Multiple sources of evidence
Learning through practice (in context)
Experience and tacit knowledge
Collective learning/communities of practice: sharing (or not) knowledge and experience
Negotiation and social construction of knowledge
Making room for discussion/respectful critical conversations
The part played by clients in formulating decisions about practice
The role of context
Local context
Speed and urgency of decisions
Professional identity, culture, and motives
Contextual adroitness
Transformation of formal knowledge
Conclusions
Summary
References
Index
